新式教育下的教师与五四文学的发生

Teachers in the Western Style Education and the Emerging of the May 4^(th) Literature

五四文学的创建主体主要由第二代学生组成,他们接纳的新式教育使其在文化心理结构上具有同质同构性的特点。这不仅体现在他们所学西学中的自然科学科目上基本相近,而且还体现在他们在接纳“五六十年代”出生的一代在启蒙思想上也基本相似,这就为他们创建五四文学提供了可能。而五四文学创建主体的教师角色,使他们的“立人”或“树人”文化目标获得了实现的同时,也使他们进一步强化了对自我社会文化角色的认同,实现了从当初的非自觉到自觉的文化角色转换。这在客观上既促成了他们是新式教育的推动力量,也规范了他们文学启蒙的实现方式,从而为他们最终创建五四文学奠定了坚实的基础。

The creating subjects of the May 4^th literature are mainly composed of the second-generation students. The Western style education they received prompts the making of the same cultural psychological structures, which can be reflected not only by the basically same natural science subjects they have taken in the Western style education, but also by enlightenment thoughts of a generation in the 50g or 60g they have adopted. All mentioned above make their creation of the May 4^th literature possible. The teachers of the creating subjects in the May 4^th literature further reinforce the self-identification about their socio-cuhural roles and undergo the unwitting-to-witting switch of cultural roles with their cultural goals of ＂support oneself＂ and ＂rear people＂ achieved, which urges them to become the driving force of the new style education and standardizes the fashion of the literature enlightenment , thus laying a solid foundation for the creation of the May 4^th literature.